BIOLOGY 30

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Unit C: Cell Division, Genetics, and Molecular Biology

General Outcomes(s) (Alberta Education, 2009. p. 65):

 

General Outcome 2: explain the basic rules and processes associated with the transmission of genetic characteristics

 

Specific Outcomes for Knowledge

- 30–C2.1k describe the evidence for dominance, segregation and the independent assortment of genes on different chromosomes, as investigated by Mendel

- 30–C2.2k compare ratios and probabilities of genotypes and phenotypes for dominant and recessive, multiple, incompletely dominant, and codominant alleles

- 30–C2.3k explain the influence of gene linkage and crossing over on variability

- 30–C2.4k explain the relationship between variability and the number of genes controlling a trait; e.g., one pair of genes, as for Rh factor, versus two or more pairs of genes, as for skin colour and height

- 30–C2.5k compare the pattern of inheritance produced by genes on the sex chromosomes to that produced by genes on autosomes

 

Specific Outcomes for Skills

-30–C2.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

- 30–C2.3s- analyze data and apply mathematical and conceptual models to develop and assess possible solutions

-30–C2.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

-work cooperatively with team members to investigate a monohybrid cross (tongue rolling, attached earlobes) and solve problems as they arise (CT–NS1, CT–NS2).

 

Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)

- 30–C2.1sts explain that decisions regarding the application of scientific and technological development involve a variety of perspectives, including social, cultural, environmental, ethical and economic considerations (SEC4b) [ICT F2–4.2, F3–4.1]

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ART 30

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DRAWINGS - Students will: (p. 5)

Record - Achieve personal style

A.  Individual treatments of subject or thematic matter may serve to identify individual artists.

Investigate - DEVELOP AND REFINE DRAWING SKILLS AND STYLES.

A. A repertoire of drawing techniques is needed to express visual ideas.

B. Explorations of a technical or creative nature may lead individuals into highly personalized work sessions.

Communicate -EXHIBIT A PERSONAL STYLE THROUGH IN-DEPTH STUDIES. 

A. Recording the development of visual ideas in a consistent manner is a part of developing personal style. 

B. A series of complete compositions presented for public display provides a visual statement about an artist.

Articulate and Evaluate - USE THE VOCABULARY AND TECHNIQUES OF ART CRITICISM TO ANALYZE AND EVALUATE THEIR OWN WORKS IN RELATION TO THE WORKS OF PROFESSIONAL ARTISTS.

B. Identification of similarities and differences between the students and professional artists enhances analysis of their own work. 

C. The ability to discriminate between subjective response and an analytic response enhances analysis of one’s own work. 

COMPOSITIONS - Students will: (p. 5-6)

Components - USE PERSONAL EXPERIENCES AS SOURCES FOR IMAGE MAKING.

A. The selection and presentation of perceptions, conceptions and experience as visual content for artworks is an important aim of the artist. 

B. Planned and spontaneous methods of working are ways of developing visual images. 

C. Colour modifies the experience or idea presented in visual form.

Relationships 1 - DEVELOP AND SOLVE DESIGN PROBLEMS

A. Individually devised or discovered design problems may lead to highly personalized works.

Relationships 2 - USE THE VOCABULARY AND TECHNIQUES OF ART CRITICISM TO ANALYZE AND EVALUATE THEIR OWN WORKS IN RELATION TO THE WORKS OF PROFESSIONAL ARTISTS.

B. Artworks may be analyzed for personal, social, historic or artistic significance.

Organizations - DEVELOP A PORTFOLIO OF WORKS THAT WILL REPRESENT THEIR PERSONAL STYLE.

A. Artistic concerns and styles will determine the conception and the organization of images. 

B. Personal preferences for a medium influence visual problem-solving methods.

ENCOUNTERS - students will: (p. 6)

Sources of Images - RESEARCH SELECTED ARTISTS AND PERIODS TO DISCOVER FACTORS IN THE ARTISTS’ ENVIRONMENTS THAT INFLUENCED THEIR PERSONAL VISIONS.

A. Personal situations and events in artists’ lives affect their personal visions and work. 

B. Historical events and society’s norms have an affect on an artist’s way of life and work.

Impact of images -  QUESTION SOURCES OF IMAGES THAT ARE PERSONALLY RELEVANT OR SIGNIFICANT TO THEM IN CONTEMPORARY CULTURE.

A. Imagery can depict an important local, political or social issue. 

B. Imagery can depict important aspects of the student’s own life.